Sustainability-Communication

=__**Sustainability-Communication**__= //**NEXT MEETING: FEBRUARY 18TH AT 1:00PM**//

Ann Johnson Ellen Eisenberg Holly Jobe Theresa Shakespeare Virginia Glatzer
 * January 7, 2011**

NOTES

**White Paper** What is the process? Divisions, Bureau, Deputy Secretary, Secretary's Council, Secretary References/Citations All of us will drop any new research/citations into a new page on the wiki. **Action Items** **Content** **Data**
 * Introduction; CCB formation - ELLEN
 * Address or attach job descriptions, endorsement, ongoing PD
 * RESEARCH - ALL
 * Statistics and data about effectiveness of Instructional Coaching.
 * Citations/Research
 * Add data from CCB Coaching survey.
 * Skeleton Outline - VIRGINIA by Feb. 11th for review on Feb. 18th
 * Original paper - what can we pull from that?
 * Review Ellen's draft from June.
 * Review Ellen's draft from December.
 * Outline what needs to be included
 * Institutionalizing set of practices that have been shown to impact student performance
 * What have we done as CCB to move that along?
 * Train the Trainer model'
 * Focus on coaching as Teacher PD model
 * School Improvement
 * <span style="direction: ltr; font-family: Calibri; font-size: 11pt; margin-bottom: 0pt; margin-left: 0.375in; margin-top: 0pt; unicode-bidi: embed; vertical-align: middle;">Highly Effective teachers
 * <span style="direction: ltr; font-family: Calibri; font-size: 11pt; margin-bottom: 0pt; margin-left: 0.375in; margin-top: 0pt; unicode-bidi: embed; vertical-align: middle;">PIIC studies
 * <span style="direction: ltr; font-family: Calibri; font-size: 11pt; margin-bottom: 0pt; margin-left: 0.375in; margin-top: 0pt; unicode-bidi: embed; vertical-align: middle;">Mentor Study
 * <span style="direction: ltr; font-family: Calibri; font-size: 11pt; margin-bottom: 0pt; margin-left: 0.375in; margin-top: 0pt; unicode-bidi: embed; vertical-align: middle;">CFF research
 * <span style="direction: ltr; font-family: Calibri; font-size: 11pt; margin-bottom: 0pt; margin-left: 0.375in; margin-top: 0pt; unicode-bidi: embed; vertical-align: middle;">Generic research on IC
 * <span style="direction: ltr; font-family: Calibri; font-size: 11pt; margin-bottom: 0pt; margin-left: 0.375in; margin-top: 0pt; unicode-bidi: embed; vertical-align: middle;">MAAC report
 * <span style="direction: ltr; font-family: Calibri; font-size: 11pt; margin-bottom: 0pt; margin-left: 0.375in; margin-top: 0pt; unicode-bidi: embed; vertical-align: middle;">ABG with board packet; district, funds, coaching - literacy and Math coaching - Theresa
 * <span style="direction: ltr; font-family: Calibri; font-size: 11pt; margin-bottom: 0pt; margin-left: 0.375in; margin-top: 0pt; unicode-bidi: embed; vertical-align: middle;">Annenberg: 41 million
 * <span style="direction: ltr; font-family: Calibri; font-size: 11pt; margin-bottom: 0pt; margin-left: 0.375in; margin-top: 0pt; unicode-bidi: embed; vertical-align: middle;">CFF: PD funds
 * <span style="direction: ltr; font-family: Calibri; font-size: 11pt; margin-bottom: 0pt; margin-left: 0.375in; margin-top: 0pt; unicode-bidi: embed; vertical-align: middle;">PIIC - 3 years of matching grants; 4.2 million
 * <span style="direction: ltr; font-family: Calibri; font-size: 11pt; margin-bottom: 0pt; margin-left: 0.375in; margin-top: 0pt; unicode-bidi: embed; vertical-align: middle;">PA was the one state that got accolades last year…
 * <span style="direction: ltr; font-family: Calibri; font-size: 11pt; margin-bottom: 0pt; margin-left: 0.375in; margin-top: 0pt; unicode-bidi: embed; vertical-align: middle;">Attribution to one thing is hard.
 * <span style="direction: ltr; font-family: Calibri; font-size: 11pt; margin-bottom: 0pt; margin-left: 0.375in; margin-top: 0pt; unicode-bidi: embed; vertical-align: middle;">Link to IC positively impacts student achievement, attendance.

Update: July 7, 2009 & July 8, 2009 The committee and sub-committee have been working on a) Instructional Coaching Survey; and, b) Coaching White Paper.

The fourth and now final iteration of the Survey surrounding Instructional Coaching has been completed and attached here:. This document will be sent to the Curriculum Directors at each of the Intermediate Units for their feedback before it is presented to the IU Executive Directors, who, in turn, will present to the Districts for completion.
 * Instructional Coaching Survey**

//**Data Gathered**//--Revisions in Red = August 25--JR As we look at the survey, there is a wealth of information that will be gathered, given there is no one place to find out... a) which districts have instructional coaches tied to any initiative b) # of instructional coaches in each level (HS, MS, ES) c) types of support of instructional coaches in content areas d) # of and work of instructional coaches at each level e) Intermediate Units and #s of instructional coaches within that area.

This survey also provides... 1. missing information needed for the Coaching White Paper <span style="color: #ff0000; font-family: 'Times New Roman',Times,serif;">and the EdHub webpages 2. opportunities for connection to professional development 3. support for those districts who are thinking of implementing instructional coaching 4. Data for research 5. foundation for additional information gathering surrounding instructional coaches 6. And, the important <span style="color: #ff0000; font-family: 'Times New Roman',Times,serif;">//Other// which will be uncovered during the analysis.

//** INSTRUCTIONAL Coaching White Paper**// Suggestions, questions, recommendations are on-going. Data from the survey will be added. Connections among all PDE initiatives will be explicit.

July 8, 2009--Suggestion: the next revision of the White Paper should reflect the evolution of Instructional Coaching in PA. Links to the White Paper and this document through PA SIP. Date for finalization of new revision of White Paper is estimated to be November/December 2009.

Additional Section could be added: Evidence of Effectiveness. Data from all programs could be synthesized and input in this area as a means to support the implementation of instructional coaches to changes in instructional practice leading to improved student achievement.

Communication Streams Resources for Sustainability
 * Areas of Focus:**
 * Types of Communication
 * Audiences

Determine current PDE methods of communication surrounding Instructional Coaching Determine Levels of Communication Identify key persons/groups currently receiving communications surrounding Instructional Coaching
 * Committee Tasks:**
 * //Communication//**
 * PDE website
 * Frequency of Updates
 * Other
 * Official
 * Frequency
 * Informational/Support
 * Frequency
 * Determine Communication stream currently used

Identify additional persons/groups for receipt of communications surrounding Instructional Coaching []

Coordinate Communication Streams

//Add, Modify//
 * Communication streams
 * Listservs
 * Addresses of Stakeholders
 * CCB members of Stakeholder groups
 * Frequency


 * Resources for Communication**
 * EdHub
 * electronic mail
 * Pod/vodcasts
 * RSS feeds
 * Videoconferences
 * Elluminate Webinars
 * Twitter
 * Conference calls
 * SKYPE/Oovoo or other online resource—audio/video
 * Assess the use of pacoaching.org as resource for communication
 * PAIUCC and other PAIU groups


 * //Sustainability//**
 * Identify assurances for sustainability for all programs involving Instructional Coaches
 * Identify resources for sustainability for all programs involving Instructional Coaches
 * Identify research to support instructional coaching and impact on effective change
 * Communicate best practices
 * Intermediate Units as training resources for mentors and coaches

//**N.B. Consistent Vocabulary/Clear Understanding/Definition**// Teresa Shakespeare and Joanne Romano discussed language on preso presented at PDE Mentor Meeting, Jan. 26 //**Example:**// In the quotes below, from a .ppt presentation by Joe Torgesen, he was clearly defining the scope of his presentation/focus for the audience. -begin- The term Adolescent Literacy can be used to encompass both more than reading, and reading in many and varied forms. “The privileging of one form of literacy (academic literacy) over multiple other forms (e.g. computer, visual, graphic, and scientific literacies) has been criticized for ignoring the fact that different texts and social contexts (reading for whom, with what purpose) require different reading skills.” (Alverman, 2001) In the present context, it seems that we should be most concerned about academic literacy.//..// //-end-// //Reference// //Torgesen, J.K. Improving Adolescent Literacy: Suggestions from Research. Presented to the Florida Adolescent Literacy Work Group, Orlando, August, 2006//. Available: http://fcrr.org/science/sciencePresentationsTorgesen.htm
 * Math and Literacy Coaches should be changed to//: Instructional Coaches//
 * Reference to Strategies for Use of Funding—ABG, PACT
 * Discussion surrounding the terminology may need to be revisited

Joanne Romano
 * Chairperson:**

Joanne Romano Jarol DeVoge Lisa Lucas Sharon Kinney John Nau Teresa Shakespeare Ed Donovan
 * Committee Members:**

1. Create/Obtain Contact info for all stakeholders
 * Priority Tasks:**

2. Review/Revise Coaching White Paper—Tie to SAS and Getting Results Generation 6.

<span style="font-family: 'Times New Roman',Times,serif;">As we discussed, the Coaching in PA White Paper needs to be reviewed/revised/refreshed. To enable input from all members of the CCB, the document has been turned into a googledoc []

<span style="font-family: 'Times New Roman',Times,serif;"> An invitation has been sent to everyone to collaborate on the refreshing of this document. The revisions to this document are not intended to criticize the current document, but rather to provide an opportunity to revisit and reflect on the current views of instructional coaching in PA. All input, each perspective is valuable.

<span style="font-family: 'Times New Roman',Times,serif;"> As you review the doc, focus on the overall goals of the CCB, your perspective, your sub-committee's perspective, and the following questions to guide your revisions:

<span style="font-family: 'Times New Roman',Times,serif;"> **Content** <span style="font-family: 'Times New Roman',Times,serif;"> //Consider...// <span style="font-family: 'Times New Roman',Times,serif;"> 1. Does the current document reflect the goals and vision for Instructional Coaching in PA? If not, what needs to be added/changed? <span style="font-family: 'Times New Roman',Times,serif;"> 2. Is the document current, informative, clearly written? If not, what suggestions can you make? <span style="font-family: 'Times New Roman',Times,serif;"> 3. As a group, we have identified stakeholders from community to Superintendents and professional organizations with a focus on instructional coaching. Is this document reflective of their perspectives? Should it be? If yes, then, what needs to be changed/revised/added to ensure the document is pertinent and supports the understandings of the stakeholders and the valuable work of instructional coaches? <span style="font-family: 'Times New Roman',Times,serif;"> 4. Does the document contain too much information, not enough? Given this opportunity what would you now include, leave out, revise? <span style="font-family: 'Times New Roman',Times,serif;"> 5. Can the information contained in this document be synthesized to include significant points that can be pulled out as a "411" brief? What might they be? <span style="font-family: 'Times New Roman',Times,serif;"> 5. Add whatever you think will make this document a vital, informative piece to communicate the importance of Instructional Caoching in PA.

<span style="font-family: 'Times New Roman',Times,serif;"> **Format** <span style="font-family: 'Times New Roman',Times,serif;"> We would all agree, print material is meant to be read. Documents on the web require careful formatting to ensure readability and the potential for "return" visits. The document is long and text heavy. The google doc strips out all formatting, so.. <span style="font-family: 'Times New Roman',Times,serif;"> //Consider...// <span style="font-family: 'Times New Roman',Times,serif;"> A. Are paragraph titles needed? Where, what? <span style="font-family: 'Times New Roman',Times,serif;"> B. What text needs to be <Bold>, <Italicized>, etc. <span style="font-family: 'Times New Roman',Times,serif;"> C. Graphics assist with reading. The SAS graphic needs to be included. Where do you suggest this be placed? <span style="font-family: 'Times New Roman',Times,serif;"> D. What other aspects of graphic design/web tools might be included to ensure easy reading, e.g., section/page rules/lines, hyperlinks to additional resources, audio, etc.?

<span style="font-family: 'Times New Roman',Times,serif;"> Please make all changes on the googledoc []

<span style="font-family: 'Times New Roman',Times,serif;"> //**Please make revisions, recommendations prior to the May 2009 CCB meeting.**//

TBD
 * Timeline for Tasks:**

Documents related to Coaching on EdHub Grant/Project assurances related to Sustainability
 * Resources for Committee Work:**

//Executive Summary// //Full Report//
 * Professional Learning in the Learning Community**

Emerging Questions:

Protocols for approval of documents/communications How can this committee communicate with stakeholders in a timely fashion given a) ending of program funding; b) district budgetary timelines? Support?

What exactly would we be communicating? (i.e.Research? PD? Updates? Resources?)

How are we defining sustainability? (i.e. Funds? PD? Mentors? District Support? Administrative Support? Community Support?)


 * [|PDE CCB Website]**